初中英語七年級下冊 Unit3四課時教案C

1、Unit 3 How do you get to school?第三課時聽說課 Section B (1a-1e) p16Teaching and learning Goals:一話題：Transportation二、功能：Talk about how to get to places. 三、語法：Learn the use of “stop to do sth, stop doing sth , think of . ”四、詞匯和常用表達：1.Learn to use words and useful expressions: bus station, bus stop, subway st

2、ation, train station, thinks of, his grandparents home.2.Review to use:How do you get to school? How long/How far questions. First,.then.五、學習策略: Learn to talk about how to get to places with the paterns: How do you get to.? How long does it take.? How far is it from .to.? First, then,六、文化知識: Tell th

3、e students to pay attention to the safety of going to different places by different meanings of transportation. (設計意圖：用一段話表達了本節(jié)課的知識、能力和情感目標，一目了然。)Teaching and learning steps:Step1. ReviewStudents make conversations in rows.T: Lets practice the conversations weve learned last class.A:A: How do you ge

4、t to school?B: I A: How long does it take you to get to school?B: It takes me B: How do you get to school?C: I B: How long does it take you to get to school?C: . (設計意圖：成排問答，可以照顧到每個學生，更好地落實復習的內容。)Step2. Pre-listening activities一Preview1. Translate these phrases .(1) 公共汽車站點_ (2) 公共汽車站_ (3) 火車站 _ (4) 地

5、鐵站 _ (5) 他祖父母家 _ (6) 認為_ (7)騎我的自行車 （8）坐地鐵 2. Ask the students to translate the following sentences.(1) Bob怎樣到達他祖父母家？ _ (2) 首先他從家去火車站。 _ (3) 然后他乘汽車到他祖父母家。 _ （4）然后我坐地鐵。 （5）然后我從火車站坐汽車到他們家。 (設計意圖：課前對文本中的重點短語和句型有所了解，能夠幫助學生課上有針對性的聽講，尤其是4,5句，是聽力材料中的句子，提前預習，可以有效地降低聽力難度，能幫助學生更好的理解文本。)二. Warming up and lead-i

6、n. Task1. Match the words with the pictures. Bus stop Bus station Subway station Train stationShow some pictures one by one, let students tell what it is.Then make a dialogue like this.T: Hello, how do you get to school?S1: By bus.T: Where do you take the bus?S1: At the bus stop.T: Well, I want to g

7、o to Beijing, how can I get there?S2: Take the train.T: Where can I take the train?S3: At the train station.T: Thats right. Lets look at the pictures and match the words with the pictures.Students match the words with the pictures.Task 2. 1b Pair work.T:Look at the picture . Its me. How do I get to

8、school? First I Then I Encourage students to use two different meanings of transportation to describe. FirstThen Practice the dialogue like this:A: How do you get to school? B: First I . Then I . Let the students work in pairs and make their own conversations.Finally, ask some pairs to act it out.(設

9、計意圖:利用本土的資源展開， 學生更容易接受也更感興趣。教師引導學生說出到達學校所乘的交通工具，為1c,1d聽力做好鋪墊。)Step 3. While-listening activities.1. Listen for the general idea聽取大意T: Boys and girls, just now we talked about how you get to school. Now, please look at the boy and the girl, the boy is Bob and the girl is Mary. They are talking about

10、something. Please listen to the recording carefully and find out the main idea of the conversation. The main idea of the conversation is that_ A. Bob goes to see his grandparents by train.B. Bob usually goes to see his grandparents.C. Its a long trip from Bobs home to grandparents.(設計意圖:讓學生通過聽錄音整體感知

11、，并找出談論的主旨大意。在聽之前先仔細審題，找出需要聽的關鍵詞,聽聽力之前要對學生進行相關聽力策略的指導。這樣能提高學生整體理解聽力內容的能力，并能提高學生的聽力效能。)2. Listen for the specific ideas聽取細節(jié)Task 1. Listen and check the things that Mary wants to know.T: Class, please look at 1c,read the sentences silently, please.Mary wants to know where Bob lives. how far he lives fr

12、om his grandparents home. how he gets to his grandparents home. how long it takes to get to his grandparents home. what he thinks of the trip. T: Now, please listen to the recording carefully and check the things that Mary wants to know.Then, check their answers.(設計意圖:第二次聽，在聽之前，引導學生讀并理解這些句子，這樣有助于學生快

13、速而準確的獲取信息。)Task 2. 1dT: Boys and girls, please listen to the recording again, how does Bob get to his grandparents home? Check 1 or 2.1122The teacher should play the recording twice, the first time, listen and check 1 or 2 . The second time, listen and check their answers.（設計意圖:讓學生通過聽錄音選出Bob到達他祖父母所乘

14、的交通工具，訓練學生捕捉細節(jié)信息的能力。）Task 3. Listen and fill in the blanks.Mary: I love your home, Bob. Its so_!Bob: Thanks, Mary. My _home is very big, too.Mary: Where do they_?Bob: Very_ from my home. Mary: Oh, how far?Bob: Its about_ kilometers from here.Mary: Wow! Thats far.Bob: Yes, it is. So, I go there and s

15、ee my grandparents _ one or two times a year.Mary: How do you get there?Bob: I usually take the_.Mary: How _does it take?Bob: It takes about _hours. And then I take a_from the _station to their home. Mary: Wow. Thats a _trip.（設計意圖:聽并填出空缺的單詞，此環(huán)節(jié)在學生掌握文章大意的基礎上，深入把握文章具體的細節(jié)內容。同時，指導學生寫提示詞的策略，慢慢培養(yǎng)學生的聽力能力。）

16、Task 4. Listen and repeat.Let students listen to the recording and repeat after it to get their pronunciations right.（設計意圖:跟讀部分是為了正音，讓學生模仿錄音的語音和語調，對培養(yǎng)學生的語音、語調、語流、語感是很有幫助的。）Step 4. Post-listening activities.Task 1. Pair work.First, let the students work in pairs according to the pictures， to talk abo

17、ut how Bob gets to his grandparents home. A: How does Bob get to his grandparents home? B: First he goes to the Next he takes the Then he takes theto his grandparents home. Ask some pairs to act it out.（設計意圖:引導學生用First. Next. Then.來表達換乘不同的交通工具去目的地。既形成了對聽力內容的一個總結，又豐富了學生的語言能力。此環(huán)節(jié)稍有難度，教師要有耐心，給學生充分的時間準備

18、）Task 2. Groupwork. T: Boys and girls, please look at the pictures. Whos she? Yes, shes Li Ying .This Sunday she wants to go to Dong Hu park. How can she get there? Now please have a discussion with your group .Then report it to class. Do it as quickly as you can. Get the students to prepare for tel

19、ling in groups .Then ask several groups to show their work,Report : First,sherides.nextshetakes.thenshetakes.to Dong Hu park.（設計意圖:給學生提供真實圖片，以激發(fā)學生興趣,對換乘交通工具表達進行鞏固，實現了英語學習的最終目的-綜合運用語言。給出多個出行方式，讓學生進行拓展練習，訓練思維發(fā)散。本環(huán)節(jié)稍有難度，讓學生進行小組合作，然后形成小組成果，增強了同學們的參與意識和集體榮譽感。）Step 5. Inquiry into knowledge by translation

20、.一Bus stop /station stop此處用作名詞，意為 “ ”,在公共汽車站通常表示為 。bus stop通常指城鎮(zhèn)內外的停車點，而bus station通常指能停、轉車輛的汽車站點。stop也可用作動詞，意為“ ”,常用結構stop to do sth，意為“ ”,而stop doing sth意為“ ”。如：讓我們停下來休息一下吧。Lets have a rest.請停止說話。 ，please！二Mary wants to know what he thinks of the trip._1這是一個含有_引導的賓語從句的復合句，賓語從句要用_語序，時態(tài)通常與主句時態(tài)一致。對比：

21、（1）他是怎樣到達學校的？_ (2)請告訴我他是怎樣到達學校的。_2. think of 意為_,of 是 _詞，其后可接名詞，代詞或動詞的_形式作賓語。你認為這本書怎么樣？_ do you _ _the book?（設計意圖:讓學生自己通過觀察上面的例句，自己感知來嘗試歸納語言的規(guī)律，自己解決不了的問題，可以小組之間討論。必要時老師可以給予適當的點撥。）Step6. SummaryT: Look at the pictures. Lets sum up what weve learned this class .How far is it from Bobs home to his pare

22、nts home?Ss: ItsT: How does he get to his parents home?Ss: FirstThen T: How long does it take?Ss: It takes（設計意圖:采用一問一答的形式，復習本節(jié)課所學重要內容，同時結合圖片又對本課聽力內容做了回顧。）Teachers words T: There are so many kinds of transportation now .Its very easy for us to go from a place to another.We should enjoy the travelling

23、 . But dont forget safety. Because safety is the most important while we are travelling（設計意圖: 在對學生進行知識教育的同時，依然要重視對學生的情感教育和安全教育）Step 7. The end-of- class test當堂檢測一、用所給詞的適當形式填空。1. I want to know what she (think) of the work.2. There are three train (station)in the big city.3. He usually goes to his (p

24、arents) home on weekends.4. How long does it take (get) to your school?5. Where does Jim (live)?二、請翻譯下列句子。1.我騎自行車去地鐵站。 2.瑪麗想知道到他祖父母家需要多長時間。 3.我想知道他住的地方離他祖父母家有多遠。 4.請告訴我他是怎樣到他父母家的。 5.他認為這次旅行怎么樣？ （設計意圖：當堂檢測題是針對本節(jié)課所學內容進行的形成性評價，這樣既能使學生鞏固本節(jié)課所學知識，又能讓老師了解到學生本堂課真實的學習情況，并對錯誤較多的知識點進行鞏固強化。）Step 8. Homework. 1.

25、 Read and retell the tapescription . 2. Write down how you get to your grandparents /uncles/aunts/brothers/sisters home. 答案Step2. 一、translat these phrases:1.(1)bus (2)bus station (3)train station(4) subway station (5)his grandparents home (6)think of (7)ride my bike (8)take the subway Ask the studen

26、ts to translate the following sentences (1)How does Bob get to his grandparents home ?(2)First he goes to the train station from his home .(3)Then he takes the bus to his grandparentshome.(4)Then I take the subway .(5)Then I take the bus from the train station to their home.Step3.Task 3big,grandparents,live ,far,500,only,train,long,six,bus,train,longInquiry into knowledge by translation.一公共汽車站 車站；at the bus stop 停止；停下來去做某事；停止做某事 stop to stop tal